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Result 1 to 20 of 36 total

Knowledge for equitable mathematics teaching: the case of Latino ELLs in U.S. schools. (English)
Math. Enthus. 13, No. 1-2, 111-129 (2016).
Classification: D69 D39 C50
1
Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment. (English)
Math. Enthus. 13, No. 1-2, 93-110 (2016).
Classification: D69 D39
2
Teachers and their educators ‒ views on contents and their development needs in mathematics teacher education. (English)
Math. Enthus. 13, No. 1-2, 149-170 (2016).
Classification: B50 D39 C79
3
How prospective teachers conceptualized mathematics: implications for teaching. (English)
Math. Educ. (Ank.) 10, No. 2, 77-95 (2015).
Classification: C29 D20
4
Expanding notions of “learning trajectories” in mathematics education. (English)
Math. Think. Learn. 17, No. 4, 253-272 (2015).
Classification: C30 D20
5
Proof as a cluster concept. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 353-360 (2014).
Classification: E50 D20 E20
6
Audio-podcasts on mathematical topics ‒ concept formation with digital media. (Audio-Podcasts zu mathematischen Themen ‒ Begriffsbildung mit digitalen Medien.) (German. English summary)
Ladel, Silke (ed.) et al., Von Audiopodcast bis Zahlensinn. Münster: WTM-Verlag (ISBN 978-3-942197-37-3/pbk). Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe 2, 31-60 (2014).
Classification: U82 U72 C32 C52 E42 D32
7
Students’ images of two-variable functions and their graphs. (English)
Educ. Stud. Math. 87, No. 1, 67-85 (2014).
Classification: I60
8
Developing an intuitive concept of limit when approaching the derivative function. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2574-2583 (2013).
Classification: I24 I44 U74
9
Problem solving concretely with the word like. (English)
Investig. Math. Learn. 5, No. 3, 25-43 (2013).
Classification: C50 D50
10
Study on the conceptualization process of the exponential function. (Estudio sobre el proceso de conceptualización de la función exponencial.) (Spanish. English summary)
Educ. Mat. (Mex. City) 25, No. 2, 89-118 (2013).
Classification: I23 C33
11
Understanding modeling in physics as an explicit teaching method. (Modellieren in der Physik als eine explizite Unterrichtsmethode verstehen.) (German)
Henning, Herbert (ed.), Modellieren in den MINT-Fächern. Münster: WTM-Verlag (ISBN 978-3-942197-21-2/pbk). Schriften zum Modellieren und zum Anwenden von Mathematik 3, 18-62 (2013).
Classification: M50 D20 C30
12
Transmissive and constructivist beliefs of in-service mathematics teachers and of beginning university students. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 51-67 (2013).
Classification: C29
13
Conceptualizing mathematically significant pedagogical openings to build on student thinking. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 345-352 (2013).
Classification: C30 D40
14
Sanding or enriching imagination. (Zand strooien of verbeeldingskracht verrijken.) (Dutch)
Nieuwe Wiskrant 32, No. 3, 4-9 (2013).
Classification: D30 C30 D40 Reviewer: Martin Winter (Vechta)
15
Strengthening the conceptualization of mathematics pedagogical content knowledge for international studies: a Taiwanese perspective. (English)
Int. J. Sci. Math. Educ. 11, No. 4, 923-947 (2013).
Classification: D29 C49
16
Why and how to understand what is at stake in a mathematics class. (English)
Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities and teachers’ practices. Rotterdam: Sense Publishers (ISBN 978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook). 23-73 (2013).
Classification: C73 C74 D43 D44 C33 C34
17
Students creating ways to represent proportional situations: in relation to conceptualization of rate. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 2. Taipei: National Taiwan Normal University. 283-290 (2012).
Classification: F80 D70 D50
18
A sixth grader application of gestures and conceptual integration to learn graphic pattern generalization. (English)
Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education “Opportunities to learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22, 2012, Vol. 2. Taipei: National Taiwan Normal University. 131-137 (2012).
Classification: C53 G23
19
Towards a collection of solid results in the area of mathematics education. (Hacia la recopilación de resultados sólidos en el área de educación matemática.) (Spanish)
Planas, Núria (ed.), Teoría, crítica y prática de la educación matemática. Barcelona: Graó (ISBN 978-84-9980-448-4/pbk). Crítica y Fundamentos 41, 9-24 (2012).
Classification: D20
20
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Result 1 to 20 of 36 total

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